Display, explain and test on three screens

ABSTRACT

A method of managing an interaction of a student with a class about a subject, the subject having at least one lesson having at least one topic, the topic having at least one of exposition content, demonstration content and test content, the test content having a query and a scheme for mapping a response to a result, comprising: presenting content to the student and storing the interaction of the student with the content presented.

CROSS-REFERENCE TO RELATED APPLICATIONS

This application is a continuation of, claims priority to and thebenefit of, U.S. Ser. No. 16/860,858 filed Apr. 28, 2020 and entitled“THREE SCREEN CLASSROOM WORKFLOW.” The '858 application is acontinuation of, claims priority to and the benefit of, U.S. Ser. No.16/829,419 filed Mar. 25, 2020 and entitled “MANAGING EDUCATIONWORKFLOWS” (aka U.S. Pat. No. 10,810,898 issued Oct. 20, 2020). The '419application is a continuation of, claims priority to and the benefit of,U.S. Ser. No. 15/803,757 filed Nov. 4, 2017 and entitled “SYSTEM, METHODAND APPARATUS FOR MANAGING EDUCATION AND TRAINING WORKFLOWS” (aka U.S.Pat. No. 10,672,285 issued Jun. 2, 2020). The '757 application is acontinuation of, claims priority to and the benefit of, U.S. Ser. No.13/571,292 filed on Aug. 9, 2012. The '757 application also claimspriority from Canadian patent application CA2,748,698 filed on Aug. 10,2011, entitled “System, Method and Apparatus for Managing Education andTraining Workflows”. All of the above applications are incorporatedherein in their entirety for all purposes.

BACKGROUND 1. Field

The present invention relates to systems, methods and apparatuses formanaging education and training workflows.

2. Description of Related Art

In education, including training, as in other fields of human endeavour,digital computing and communication technology is increasinglyintermediating interactions, both between participants and withresources. This intermediation presents both benefits and challenges.

Beneficially, participants can be less constrained by space and time,having the opportunity to interact otherwise than face-to-face.Digitization provides participants with the opportunity to interact witha vastly wider variety of learning resources—wider in terms of subjectmatter, authorship and media-richness for example.

However, there are challenges as well. The typically open nature ofthese technologies can encourage unfocussed and chaotic interactions;whereas, education benefits from a carefully controlled environment,where students concentrate on lessons under the direction and guidanceof teachers.

A further challenge is that digital interactions can be ephemeral, or atleast difficult to record in a way that preserves their richness yetenables efficient and effective subsequent retrieval. However, ineducation, subsequent retrieval can be critical to allow students toreview, teachers to grade, guardians to supervise and auditors to audit,so that students can learn under the guidance of teachers and guardiansand so that that learning can be documented and if needed audited.

Accordingly, what is needed is a better way to obtain these benefitswhile overcoming these challenges.

SUMMARY

The present invention is directed to this need.

According to one aspect of the present invention, there is provided amethod of managing an interaction of a student with a class about asubject, the subject having at least one lesson having at least onetopic, the topic having at least one of exposition content,demonstration content and test content, the test content having a queryand a scheme for mapping a response to a result, comprising: presentingcontent to the student and storing the interaction of the student withthe content presented.

In this regard, presenting content might further include: at least oneof projecting and broadcasting the exposition content, at least one ofprojecting, broadcasting and distributing the demonstration content, orat least one of projecting, broadcasting and for a predetermined timedistributing the test content.

Storing the interaction might include storing a metric, for examplestoring at least one of a usage and a result, which result might includeat least one of a response and a mark. Storing a mark could includeapplying a scheme to map a response to a mark.

Storing the interaction might include storing a history, for examplestoring at least one of a transcript and a personalization. In thisregard, storing a transcript could include storing at least one of atranscript of real interactions and a transcript of virtualinteractions. Storing a personalization might include storing at leastone of an annotation and a collaboration.

The method might further include any or all of reviewing theinteraction, supervising the interaction, and auditing the interaction,such auditing including auditing the performance of the interaction andauditing the propriety of the interaction.

According to another aspect of the invention, there is provided amanufacture, for example a storage medium, a signal, a processingapparatus or a processing system, the manufacture being encoded withprocessor-readable instructions for directing a processor to perform amethod of managing an interaction of a student with a class about asubject, the subject having at least one lesson having at least onetopic, the topic having at least one of exposition content,demonstration content and test content, the test content having a queryand a scheme for mapping a response to a result, comprising: presentingcontent to the student and storing the interaction of the student withthe content presented.

In this regard, presenting content might further include: at least oneof projecting and broadcasting the exposition content, at least one ofprojecting, broadcasting and distributing the demonstration content, orat least one of projecting, broadcasting and for a predetermined timedistributing the test content.

Storing the interaction might include storing a metric, for examplestoring at least one of a usage and a result, which result might includeat least one of a response and a mark. Storing a mark could includeapplying a scheme to map a response to a mark.

Storing the interaction might include storing a history, for examplestoring at least one of a transcript and a personalization. In thisregard, storing a transcript could include storing at least one of atranscript of real interactions and a transcript of virtualinteractions. Storing a personalization might include storing at leastone of an annotation and a collaboration.

The method might further include any or all of reviewing theinteraction, supervising the interaction, and auditing the interaction,such auditing including auditing the performance of the interaction andauditing the propriety of the interaction.

According to yet another aspect of the invention, there is provided amethod of managing an interaction of a student with a class about asubject, the subject having at least one lesson having at least onetopic, the topic having at least one of exposition content,demonstration content and test content, the test content having a queryand a scheme for mapping a response to a result, comprising presentingcontent to the student by: projecting and broadcasting the expositioncontent; projecting, broadcasting and distributing the demonstrationcontent; and projecting, broadcasting and for a predetermined timedistributing the test content.

Further aspects and advantages of the present invention will becomeapparent upon considering the following drawings, description, andclaims.

DESCRIPTION

The invention will be more fully illustrated by the following detaileddescription of non-limiting specific embodiments in conjunction with theaccompanying drawing figures.

The drawing figures are, in general, presented in the Unified ModelingLanguage (UML). Those skilled in the art will recognize that the UML isa very expressive language and that its expressions can easily become sodense as to become difficult to comprehend. For this reason, many of thefollowing figures highlight certain aspects of the invention whiledeemphasizing or omitting others, so that a reader will be able tobetter comprehend the highlighted aspects, while being able toappreciate the deemphasized or omitted aspects with reference to otherof the figures and ordinary skill in the art.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 is an exemplary UML 2 use case diagram depicting how anembodiment of an Education and Training Workflow Management Systemaccording to the present invention could be used by a Regulator, aPublisher, a Teacher, a Student, a Guardian and an Auditor.

FIG. 2 is an exemplary UML 2 deployment diagram depicting aninternetwork of communication and computing devices configured as theembodiment of the Education and Training Workflow Management System ofFIG. 1 , the communication and computing devices including a LearningManagement Server, a Regulator Server, a School Server and a PublisherServer, and further including a Teacher Client, a Lectern Client, aStudent Mobile Client, a Student Home Client, an AV System Client and anAuditor Client.

FIG. 3 is an exemplary abstraction layer diagram of a communication andcomputing device of FIG. 2 , illustrating a hardware layer, operatingsystem layers and an application program layer.

FIG. 4 is a UML 2 class diagram depicting exemplary domain classesrepresenting the education and training workflows embodied in theEducation and Training Workflow Management System of FIG. 1 andexemplary associations between the domain classes.

FIG. 5 is a UML 2 package diagram depicting exemplary domain packagespackaging the domain classes of FIG. 4 .

FIG. 6 is a UML 2 class diagram detailing some of the domain classes ofFIG. 4 .

FIG. 7 is a UML 2 class diagram detailing domain classes related tograding students.

FIG. 8 is a UML 2 deployment diagram depicting an exemplaryconfiguration of the Learning Management Server of FIG. 2 .

FIG. 9 is a UML 2 deployment diagram depicting an exemplaryconfiguration of the Publisher Server of FIG. 2 .

FIG. 10 is a UML 2 deployment diagram depicting an exemplaryconfiguration of the School Server of FIG. 2 .

FIG. 11 is a UML 2 deployment diagram depicting an exemplaryconfiguration of the Regulator Server of FIG. 2 .

FIG. 12 is a UML 2 deployment diagram depicting an exemplaryconfiguration of the Lectern Client of FIG. 2 .

FIG. 13 is a UML 2 deployment diagram depicting an exemplaryconfiguration of the AV System Client of FIG. 2 .

FIG. 14 is a UML 2 deployment diagram depicting an exemplaryconfiguration of the Student Mobile Client of FIG. 2 .

FIG. 15 is a UML 2 deployment diagram depicting an exemplaryconfiguration of the Teacher Client of FIG. 2 .

FIG. 16 is a UML 2 deployment diagram depicting an exemplaryconfiguration of the Student Home Client of FIG. 2 .

FIG. 17 is a UML 2 deployment diagram depicting an exemplaryconfiguration of the Auditor Client of FIG. 2 .

FIG. 18 is a UML 2 package diagram depicting exemplary frameworkpackages for implementing the Education and Training Workflow ManagementSystem of FIG. 1 , the packages including a Renderer package and aController package.

FIG. 19 is a UML 2 class diagram of exemplary framework classesbelonging to the Renderer package of FIG. 18 , including an Icons class,a Preview class, a Project class, a Broadcast class, a Distribute classand a Mobile class.

FIG. 20 is a UML 2 class diagram of exemplary framework classesbelonging to the Controller package of FIG. 18 , including aPresentation Control class, an Explanation Control class, aDemonstration Control class and Test Control class.

FIG. 21 is a UML 2 user interface diagram of an exemplary user interfacefor enabling a Teacher at a Lectern Client to interact with objects ofthe Presentation Control class of FIG. 20 .

FIG. 22 is a UML 2 an exemplary state machine diagram of thePresentation Control class of FIG. 20 .

FIG. 23 is a UML 2 user interface diagram of an exemplary user interfacefor enabling a Teacher at a Lectern Client to interact with objects ofthe Explanation Control class of FIG. 20 .

FIG. 24 is a UML 2 an exemplary state machine diagram of the ExplanationControl class of FIG. 20 .

FIG. 25 is a UML 2 user interface diagram of an exemplary user interfacefor enabling a Teacher at a Lectern Client to interact with objects ofthe Demonstration Control class of FIG. 20 .

FIG. 26 is a UML 2 an exemplary state machine diagram of theDemonstration Control class of FIG. 20 .

FIG. 27 is a UML 2 user interface diagram of an exemplary user interfacefor enabling a Teacher at a Lectern Client to interact with objects ofthe Test Control class of FIG. 20 .

FIG. 28 is a UML 2 an exemplary state machine diagram of the TestControl class of FIG. 20 .

FIG. 29 is a UML 2 user interface diagram of an exemplary user interfacefor a Personalize Curriculum operation for enabling a Student at aStudent Mobile Client to access educational or training Content underthe control of the Presentation Control object of FIG. 22 .

FIG. 30 is a UML 2 an exemplary state machine diagram of the PersonalizeCurriculum operation of FIG. 29 .

FIG. 31 is a UML 2 user interface diagram of an exemplary user interfacefor a Review Curriculum operation for enabling a Student at a StudentHome Client to review his Interaction with the Lessons taught in aClass.

FIG. 32 is a UML 2 user interface diagram of an exemplary user interfacefor a Supervise Experience operation for enabling a Guardian of aStudent at a Student Home Client to review Student's Interaction withthe Lessons taught in a Class.

FIG. 33 is a UML 2 user interface diagram of an exemplary user interfacefor a Performance Audit operation for enabling an Auditor at an AuditorClient to audit the performance of a Student in a Class againstcorresponding Requirements of a Curriculum.

FIG. 34 is a UML 2 user interface diagram of an exemplary user interfaceof a Propriety Audit operation for enabling an Auditor at an AuditorClient to audit the propriety of Interactions between a Student andother Participants in a Class.

FIG. 35 is a UML 2 activity diagram of an exemplary method for aRegulate Program operation enabling a Regulator at a Regulator Server toregulate a Program in a Curriculum.

FIG. 36 is a UML 2 activity diagram of an exemplary method for aRegulate Subject operation enabling a Regulator at a Regulator Server toregulate a Subject in a Curriculum.

FIG. 37 is a UML 2 activity diagram of an exemplary method of a PrepareLesson operation for enabling a Teacher at a Teacher Client or a LecternClient to prepare a Lesson in a Curriculum.

FIG. 38 is a UML 2 an exemplary activity diagram detailing a SpecifyContent activity in the method of the Prepare Lesson operation of FIG.35 .

FIG. 39 is a UML 2 activity diagram of an exemplary Publish Subjectmethod of a Publish Curriculum operation for enabling a Publisher at aPublisher Server to publish a Subject in a Curriculum.

FIG. 40 is a UML 2 activity diagram of an exemplary Publish Lessonmethod of a Publish Curriculum operation for enabling a Publisher at aPublisher Server to publish a Lesson in a Curriculum.

FIG. 41 is a UML 2 activity diagram of an exemplary Publish SubjectTemplate method of a Publish Curriculum operation for enabling aPublisher at a Publisher Server to publish a Subject Template in aCurriculum.

FIG. 42 is a UML 2 activity diagram of an exemplary Publish Lessonmethod of a Publish Curriculum operation for enabling a Publisher at aPublisher Server to publish a Lesson Template in a Curriculum.

FIG. 43 is a UML 2 activity diagram of an exemplary Publish SubjectCollection method of a Publish Curriculum operation for enabling aPublisher at a Publisher Server to publish a Subject Collection in aCurriculum.

FIG. 44 is a UML 2 activity diagram of an exemplary Publish LessonCollection method of a Publish Curriculum operation for enabling aPublisher at a Publisher Server to publish a Lesson Collection in aCurriculum.

DETAILED DESCRIPTION OF SPECIFIC EMBODIMENTS

Aspects of the present invention will now be illustrated by explanationof specific, non-limiting, exemplary embodiments shown in the drawingfigures and described in greater detail herein.

1. Use Cases

FIG. 1 shows how a variety of exemplary users might interact with anEducation and Training Workflow Management System that embodies aspectsof the present invention.

A Regulator might use the System to regulate a curriculum, includingregulating requirements for programs (for example “grade 4”, “highschool” or “Bachelor of Science degree”) and the subjects that aretaught in the program (for example “social studies”, “grade 10 math” or“quantum mechanics”). In this regard, a Regulator might be a governmentDepartment, Ministry or Board of Education or a government or privatecertification or funding body, with authority to set requirements forcurricula, programs, or subjects, or requirements for certifyingrecognition of such, or requirements for funding such, as in the case ofa federal Department of Education that provides funds to schools underthe jurisdiction of state Departments of Education when such schoolsteach curricula, programs or subjects to Federal requirements.

A Publisher might use the System to publish publications, includingpublications that support a curriculum or provide extra-curricularcontent, for example collections of content or testing materials for awhole subject or just a lesson, teaching outline templates for a wholesubject or just a lesson, or comprehensive combinations of outlines,content and testing materials for a whole subject or just a lesson. Inthis regard, a Publisher might be any source or owner of content thatmight usefully advance the broader education or training of Students.

A Teacher might use the System to teach a curriculum (or to teachextra-curricular matters), including preparing a lesson and presentingthe lesson to a class. One advantage of the System is that it helpsTeachers to prepare lessons in compliance with curriculum requirements.Another advantage of the System is that it helps teachers to easilyincorporate relevant Teacher-created and third-party content into thelessons they prepare, including both free and licensed content,including licensed content protected by digital rights managementtechniques and technologies. Yet another advantage of the System is thatit helps a Teacher to discover what aspect of a Lesson have beenlearned, to document that accomplishment, and to focus on what aspectsof a Lesson remain to be learned.

A Student might use the System to experience a curriculum orextra-curricular concepts, including personalizing aspects of thecurriculum (lessons) that are presented during a meeting of a class ofStudents and Teachers and reviewing such aspects after a class meeting.Such personalization might include experiencing a lesson virtuallysubsequently to a physical meeting of the class, which the Student mayhave missed attending, including experiencing a lesson virtually andasynchronously with other students. A Student might also use the Systemto be tested on his learning of the lessons and to document thattesting, both to prove his accomplishments and to help him focus onaspects of the curriculum that remain to be learned.

Another manner in which the System may be used is in training a set ofusers in skills, behavior or other capabilities. In this case, there mayor may not be an alignment of content to any standard curriculum.Further, the goal in this situation would be to help the Student learn,practice and be tested in a skill, thought process or behaviouralmanner. The judgment of quality of outcome, in this case, does not comefrom standards set by a state or a district, but may be independentlydefined by the content creators or content teachers or some otherregulatory body

In general, a group of Students can collectively interact with theSystem as a unified entity—as a Student Group. In this way, theinformation made available to, the actions made possible by, theexperiences made available to and the judgment applied to a StudentGroup is tracked both for the group as a unified entity and associatedwith each member Student as an individual. A Teacher might moderate aStudent Group either by association with the Student Group or as amember of the Student Group, depending on implementation preferences.

A Guardian of a Student (for example a parent) might use the System tosupervise the Student's experience with the lessons in a curriculum, tomake sure that the Student is making appropriate progress in his studiesand that the learning environment for the student is appropriate.

Finally, an Auditor might use the System to audit experience with thecurriculum or content, either for an individual Student (to audit thatStudent's experience) or for a set of Students (to audit the collectiveexperience of the Students in a class, in a school or in a jurisdictionfor example) or to audit the experience (for example teaching outcome)of a Teacher. The Auditor might for example audit for performance orpropriety as evidenced by a record of experiences.

While the System has clear application for public and private education,including at the preschool, kindergarten, elementary school, middleschool, junior-high and high school (generically secondary), college anduniversity (generically post-secondary) levels for example, it also haswider application, for example in compliance training, continuingeducation and professional education. For example, the System can beused for vocational training or corporate training or executive trainingwithout being limited by the need to adhere to any standard curriculum,for example classic academic curriculum.

Each of these uses will be described in greater detail below.

2. System Network Overview

FIG. 2 shows an internetwork of communication and computing devicesconnected together to provide the System.

The hub of the System is a Learning Management Server that routes databetween the other nodes on the internetwork and provides applicationservices, for example using a Web Services framework.

The Regulator and Publisher might for example connect to the Systemthrough a Regulator Server and a Publisher Server respectively. In someembodiments, the System might further include a School Server located ina particular school to serve teachers, students, guardians andaudiovisual (AV) systems associated with a particular school.

The particular existence and configuration of servers will depend on thespecific needs of a System being deployed. For example, legalrequirements (for example privacy laws) regarding data (for exampleStudent or Teacher data) or business practices (for example protectionand control of Publisher content using digital rights managementtechnologies and techniques) may dictate that specific data or servicesreside on distinct servers. Furthermore, internetwork transportrequirements may dictate whether Teachers and Students data andapplication needs can be met by a remote server (for example a LearningManagement Server) or whether a local server (for example School Server)is needed. These constraints aside, it will often be preferable toprovision most services and data on a well-scalable, and evenvirtualized and distributed, Learning Management Server so that others,for example Schools, need not acquire, maintain, update and scale theirown infrastructure or at least infrastructure with the capacity tohandle the loads and requirements of the System.

Those skilled in the art will recognize that the network topologydepicted in FIG. 2 has been simplified for clarity. For example, thenetwork could be scaled to include multiple Regulator Servers, PublisherServers and School Servers so that multiple Regulators, Publishers andSchools could be served by the Learning Management Server. Furthermore,a particular Server might be spread across multiple physical locations(or jurisdictions), which might increase, decrease or change over time,including on-the-fly, depending on resource demands. In the same regard,those skilled in the art will recognize that not only servers, but alsoservices provided by the System can be similarly deployed acrossdistributed networks and scaled as need dictates.

The Teacher might connect to the System through either a Teacher Client,for example a personal computer used at home, at school, in-transit orelsewhere for class administration and lesson planning, or a LecternClient, for example a mobile device such as a tablet or a smart phoneused for preparing and presenting a lesson in class. In someembodiments, the Lectern Client might be a device mounted at a physicallectern in a classroom, but it need not be in general, and is insteadlikely to be a Teacher's own mobile device for example, provisioned withthe appropriate System components as will be described further below.The distinction between a Lectern Client and a Teacher Client is madeonly because there may be circumstances where the tasks of presenting alesson on one hand and preparing a lesson or administering a class onthe other hand argue for different device characteristics. For example,a Lectern Client might beneficially be portable (with small input andoutput devices) and have a limited but optimized feature set (such aspresenting content smoothly in real-time). In contrast, a Teacher Clientmight have a more conventional full-size keyboard and screen and connectto Servers using a less optimized general purpose browser for performinga wider assortment of less performance dependent tasks.

The Student might connect to the System through either a Student MobileClient, for example a mobile device such as a tablet or a smart phoneused for experiencing a lesson in class, or a Student Home Client forreviewing a lesson after class. The distinction between Student MobileClient and Student Home Client is analogous to the distinction betweenLectern Client and Teacher Client. It also bears mentioning that theSystem capabilities offered by the Teacher Client and Lectern Client maybe different, albeit related and designed to function as a complementarywhole. Likewise, the Student Home Client and the Student Mobile Clientmay offer different functionality to the Student.

Those skilled in the art will recognize that either the Teacher or aStudent may thus use the System to participate in a class without beingin a classroom, and may even participate while in transit betweenphysical locations by connecting to the System wirelessly.

It is important to note that the concept of a class session (a meetingof a Class) is bounded not by the geographical co-location of itsparticipants, but by the temporal co-location of its participants. Putsimply, the participants don't have to be in the same place, but cangather together from different locations at the same time. Having saidthat, it is important to recognize that the System also enablesparticipants to experience a class session after the original classsession has completed, almost entirely as experienced by the temporallyco-located participants (i.e. those who were present, even if virtually,in the class session originally, when the class session was occurring).

An AV System Client can also form part of the System. The AV SystemClient may be simply a television or projector directly or wirelesslyconnected to Client devices (for example the Lectern Client or a StudentMobile Client) to provide an enlarged display of the connected Client'sscreen. Alternatively, the AV System Client can be a complex system ofplayback and recording devices connected to a media server, to play ANcontent at one or more locations within a classroom and beyond and torecord AN content of class participation within a classroom and beyond.

Those skilled in the art will understand that in an internetworkedsystem an action is often the result of coordinated activities occurringat multiple nodes in the system. In the case of a system built on theInternet, these nodes are often distributed ad hoc and unpredictablyacross multiple jurisdictions. The actions as described and claimedherein are intended to encompass at least: (a) actions performeddirectly and completely within the jurisdiction of the patent, (b)actions coordinated within the jurisdiction but with at least someactivities performed outside the jurisdiction, (c) actions coordinatedoutside the jurisdiction but with at least some activities performedwithin the jurisdiction, and (d) actions performed for the benefit of anode within the jurisdiction or a person using that node. An example ofsuch coordination would be serving a layout for a web page from one nodeand serving content for insertion into the layout from one or more othernodes, including through the use of server-side scripting, client-sidescripting, and AJAX techniques. Another example of such coordinationwould be to serve some of the Lesson content from within the System'sjurisdiction, but some other parts of the Lesson content (such as media)from a completely different, even securely protected jurisdiction (suchas an external publisher network) or an open resource center like aninternet site.

In general, each of the Clients might be a duly configured generalpurpose programmable computer or a more purpose-specific device, such asa tablet, a smartphone, a microbrowser, or portable media viewer with awireless modem. Each Server might similarly be a duly configured generalpurpose programmable computer, but might also be a farm of suchcomputers or one or more virtualized computers embodied as processesoperating on a physical general purpose programmable computer. Suchfarmed or virtualized computers might themselves be distributed overtheir own local or wide area network, not shown.

In essence, the Servers and the Clients are roles or functions performedin the System by properly configured devices. Multiple roles orfunctions could be performed by one device and one role or functioncould be distributed over multiple devices. The specific character of adevice (and more generally the hardware) and the network topology isimportant to the extent that it supports the performance of the assignedroles or functions. What is also important is that the Clients in theSystem communicate with the Servers in the System's jurisdiction, whichin turn may marshal and provide resources from within itself and fromoutside of itself, provided these Servers have the proper permission andauthenticity to do so.

FIG. 3 shows an exemplary architecture for the communication andcomputing devices of FIG. 2 . These devices have a bottom hardware layergenerally illustrated at 310, a middle operating system layer generallyillustrated at 312 and a top application program layer 314. Thoseskilled in the art will recognize the aspects in which like virtualizedhardware and devices depart from like physical ones.

The hardware layer 310 provides the device with computing andcommunication hardware, including: (a) a processor 316 to executeprocesses of instructions and compute data, (b) user-input hardware 318such as a keyboard 318 a (real or virtual) and a selection device 318 b(for example a mouse or touchscreen, voice-recognition orvideo-recognition) to receive input from a user, (c) user-outputhardware 320 such as a video display to provide information to a user,(d) mass storage 322 such as electromagnetic, optical or nonvolatilesolid-state media to store data and processing instructions, (e) memory324 such as read only memory 324 a (ROM) and random access memory 324 b(RAM) to store data and processing instructions, and (f) a networkinterface 326 to support communication with other devices in accordancewith known protocols such as TCP/IP, all interconnected by buses such asaddress and data buses and control lines such as interrupt and clocklines and such other connections and components as is conventionallyrequired and known in the art.

Stored in a portion of the read only memory 324 a and the mass storage322 are the components of the operating system layer 312, for exampleLINUX® or Microsoft® Windows® Server® or Mac® OS X Server® for a devicesuch as general purpose programmable computer configured as a Server orfor example LINUX® or Microsoft® Windows® or Mac® OS X® for a generalpurpose programmable computer configured as a Client or for exampleMicrosoft® Windows Phone®, Apple® iOS®, Google® Android®, BlackBerry®QNX® or Symbian®, for a portable such Client device. The operatingsystem layer 312 provides the basic instructions to direct the processor316 how to interact with the other hardware described above and moregenerally how to perform the functions of a communication and computingdevice, including storing, accessing and computing data, andcommunicating with other devices. In particular, the operating systemlayer 312 has been configured or extended to provide a web servicesframework, such as for distributed computing, such as the WindowsCommunication Foundation application programming interface in the .NETFramework.

The operating system layer 312 presents an application program interface328 to the application program layer 314, so the processor 316 canexecute more sophisticated combinations of processes under the directionof higher level application programs stored in mass storage 322 andloaded into random access memory 324 b for execution, for example theprocesses that will be elaborated below.

The structure of software aspects of the System will now be describedusing an object-oriented paradigm. Those skilled in the art willrecognize that there are many programming paradigms and analogousSystems can be programmed in accordance with such paradigms withoutdeparting from the spirit of the present invention. For example, otherprogramming paradigms include: Agent-oriented, Automata-based,Component-based (including Flow-based and Pipelined), Concatenative,Concurrent computing (including Relativistic programming), Data-driven,Declarative (including Constraint, Functional, Dataflow (includingCell-oriented and Reactive) and Logic (including Abductive logic, Answerset, Constraint logic, Functional logic, Inductive logic, and Uncertaininference (including Markov logic and Probabilistic logic))),Event-driven (including Service-oriented and Time-driven),Expression-oriented, Feature-oriented, Function-level, Generic,Imperative (including Procedural), Language-oriented (includingDiscipline-specific, Domain-specific, Grammar-oriented (includingDialecting) and Intentional), Metaprogramming (including Automatic,Reflective (including Attribute-oriented) and Template (includingPolicy-based)), Non-structured (including Array and Iterative),Nondeterministic, Parallel computing (including Process-oriented),Programming in the large/small, Semantic, non-object oriented Structuredprogramming paradigms (including Modular and Recursive) and Value-level.

3. Education and Training Domain

FIGS. 4 and 5 provide an overview of exemplary classes and packages forrepresenting the domain of the System.

A People package includes classes representing the people and rolesdiscussed above, namely a Regulator class, a Publisher class, a Teacherclass, Student class, a Guardian class and an Auditor class. A Schoolclass is an aggregation of the Teacher class. A Class class representsan association of at least one Student and at least one Teacherinteracting about a subject, as will be described further below.

In general, a group of Students can collectively interact with theSystem as a unified entity—as a Student Group—on an ad hoc, project ormore permanent basis. In this way, the information made available to,the actions made possible by, the experiences made available to and thejudgment applied to a Student Group could be tracked both for the groupas a unified entity and for each member Student as an individual. Thisarrangement might be implemented using attributes in the Student class.Those skilled in the art will recognize that there are other ways toimplement a Student Group, for example by creating a new class—a StudentGroup class (not shown)—for example intermediate the Student class andthe Class class.

A Curriculum package includes packages and classes representing thecurriculum in an education workflow, or the set of goals and contentrequired to meet the requirements of a program in a training workflow,or the set of goals and content required to meet the requirements of anextra-curricular endeavour in an education workflow, including aRequirements package, a Pedagogy package, an Information Package and anAssessment package. In order to avoid confusion and awkward repetition,in this document, Curriculum refers to the sum total of the learningoutcomes required to be achieved as part of a program—whether it be aneducational or training program. The content that is required to enablesuch outcomes aggregate to become the realization of that Curriculum.

The Requirements package includes a Program class, which is anaggregation of Subjects. The Regulator regulates the Curriculum byspecifying requirements in the Program and Subject classes.

The Pedagogy package includes a Lesson class, which is an aggregation ofa Topic class. The Teacher teaches Lessons to a Class as a sequence ofTopics. A Subject is an aggregation of Lessons.

While a Teacher may also choose to prepare Lessons, some may prefer tofocus on teaching, teaching Lessons that have been published by aPublisher. The Teacher may prepare Lessons based on her own personallycreated content, using Publisher published or approved content, or freeopen content available on the Internet or any combination of the above.

The Information package includes a Content class, which is anaggregation of an Exposition class, a Demonstration class and a Testclass that help a Teacher to respectively explain, show and ask aboutaspects of a Topic. A Content object might be associated with zero ormore Exposition objects, zero or more Demonstration objects and zero ormore Test objects; however normatively it can be associated with one ofeach.

Broadly, the Teacher presents Content to the Class to elucidate a Topic.By presenting Content through each of Exposition, Demonstration andTesting, the Teacher teaches multiple aspects of the Topic usingmultiple teaching modes. For further clarity, an Exposition object wouldhelp a Teacher to explain a Topic, and might take the form for exampleof a set of bullet points explaining the Topic. A Demonstration objectwould help a Teacher to demonstrate a Topic, and might include forexample a media clip, an interactive geographic map, an interactivevirtual model of an engine or an interactive simulation of a chemicalreaction.

The Test class, being different from the Exposition class andDemonstration class, is included in an Assessment package. The Testclass is an aggregation of a Query class and a Scheme class, where aQuery represents a test question posed to Students and a Schemerepresents a mapping of Student responses to test marks and subjectgrades, as will be discussed further below.

The Lesson, Topic and Content classes may include playback controloperations (for example, Play, Pause, Stop, Rewind, Fast-forward,Cue-To-Mark, Slower, Faster, and the like) for automated orsemi-automated presentation in the case of Lesson and Topic objects andfor presentation of sequential Content such as media clips.

An Experience package includes packages and classes representing theoutcome of People, in particular Students, engaged in learning using theSystem. The Experience package includes an Interaction class and anAudit package, a History package and a Metrics package.

The Interaction class is the primary representation of the engagement ofa Class of Students and Teacher(s) interacting over a Subject. ManyInteractions objects will be associated with just one Student object;some Interaction objects that represent collaborative activities will beassociated with multiple Student objects.

Each Interaction object has an associated Audit object of an Auditclass. The Audit object may include both automatically generated audittrail data and data generated manually by an Auditor. The Audit class isincluded in the Audit package.

The Interaction class is a generalization of a Metrics class included inthe Metrics package and a History class included in a History package.The Metrics class represents quantitative metrics of a Student'sInteraction with the Subject. The History class represents morequalitative Interactions with the Subject and other members of theClass, including Teachers.

The Metrics class is a generalization of a Usage class and a Resultsclass, which is in turn a generalization of a Response class and a Markclass. The Usage class represents quantitatively a Student's engagementwith the Curriculum, documenting for example which Lesson objects theStudent has interacted with, when and for how long. The Results classrepresents a Student's success with Test Queries, in particulardocumenting each of his Responses and the associated Mark awarded inaccordance with the Test Scheme, either automatically or manually by aTeacher. Where Test Queries are more in the nature of assignments thanquizzes, Responses can be relatively more rich, for exampleStudent-generated content such as text files (including heavilyformatted documents), media clips and virtual models and simulations.

The History class is a generalization of a Transcript class and aPersonalization class. The Transcript class represents a sequentialrecord of real world Interactions of the Class and of a Student'svirtual Interactions with Lessons. For this reason, the Transcript classis a generalization of a Real class and a Virtual class. ThePersonalization class represents Student personal contributions to theClass, and is a generalization of, for example, an Annotation class anda Collaboration class. The Annotation class represents annotations thata Student overlays on Lessons, much likes margin notes, bookmarks andhighlighting that students of another time placed in text books, butalso including Student-generated content such as text files (includingheavily formatted documents), media clips and virtual models andsimulations. The Collaboration class represents collaborativeactivities, for example white boarding or discussion threads, engaged inby multiple Students working on a Lesson, sometimes joined by one ormore Teachers.

Considering Personalization objects more broadly, those skilled in theart will recognize that it is very helpful to a Student studying in avirtual System to be able to (a) freely overlay annotations (in thebroadest sense) of his own choosing and meaning on any Lesson object orother object directly or indirectly associated with a Lesson or morebroadly his learning experience, but also to (b) have designated virtualspaces (modes of communication) for creating his own communications andrecords of such, whether a communication is with himself (for examplenotes, whether text, markup text, audio or video or otherwise) or withTeachers or other Students (or Student Groups) of his or the Teacher'schoosing (for example chats/discussion threads, whiteboards, videochats, audio chats, podcasts). Those skilled in the art will recognizethat in some embodiments a Student might overlay annotations on his ownor another Student's communications in the designated virtual space(communication mode).

In this regard, annotations and communications and more generallyPersonalizations might include handwriting, typing, drawings (freeformor otherwise) and general scribbles, for example. In some embodimentsand scenarios, it will be advantageous for Students to be able to sharesuch Personalizations with a Teacher, other Students, Student Groups ora whole Class, whether during a meeting of the Class or as reviewedafterward, whether on a Student Mobile Client, a Lectern Client, aTeacher Client, a Student Home Client, or the AV System Client, forexample. In the case of such shared Personalizations, they may bedeveloped or evolve collaboratively as Collaborations, contributed to bya variety of People and associated with them in the System.

Those skilled in the art will also recognize that any of thesePersonalizations might be desirably available for marking (associatedwith a Test or a Mark), for example as or associated with a Response.

Broadly, Personalizations such as scribbles and whiteboards may allowboth ‘free-hand’ equivalent interactions, keyboard-typing andtouch-device interactions. Personalizations may be recorded, stored,retrieved, reported on, graded and shared.

The Interaction Class provides features that differentiate it from atraditional ‘Clicker’-type interaction between Teacher and Student inseveral ways, for example:

1. The variety of responses possible—a clicker only allows selectionfrom a set of given choices. The Interaction classes allow for a varietyof interactions such as drag&drop, matching, drawing, scribbling,clicking on image hot-spots, pan&zoom, moving and may be providingtextual narratives, or even sophisticated audio and video responses.

2. Clickers do not allow for collaborative interaction by multipleparticipants over the same piece of content.

3. Clickers do not allow for the Student to pose questions to theTeacher, project their own responses to the Class or in any other manneractively respond to the stimulus provided by the Teacher in any methodother than passive selection from choices.

FIG. 6 provides further detail about some of the Domain classes.

The Program and Subject classes each has a Requirements attribute and acorresponding operation to enable a Regulator to specify the attribute,respectively a Regulate Program operation and a Regulate Subjectoperation.

The Lesson class has a DRM attribute for specifying digital rightsmanagement and Publish Curriculum operation to enable a Publisher topublish Lesson objects to the System for use by Teachers and Students inaccordance with the DRM attribute. The Lesson class may also have othermetadata (attributes) like learning objectives and Curriculum mapping(government standards code) that may be provided by the Publisher orentered by the Teacher to place a specific Lesson within a Curriculum.The Lesson class also has a Prepare Lesson operation to enable a Teacherto create Lesson objects using the System and a Present Lesson operationto enable a Teacher to present Lesson objects to Classes via the System.

The Interaction class has Student, Teacher and Participants attributesto represent the Student and Teacher at the center of an Interaction andany other relevant Participants in the Interaction, for example otherStudents in a collaboration. In the case of a collaborative Interaction,each Student who was a Participant in the Interaction might beassociated with his own Interaction object in which he was designated asthe Student by the Student attribute and the others were designatedmerely as participants by the Participant attribute. The Interactionclass also has a Permissions attribute to set who (Teacher, Student,Guardian, Auditor) can access the Interaction and in what manner.Depending on the type of Interaction (Metric, History . . . ) therewould be additional attributes to record the nature of the Interaction.

The Interaction class also has a number of operations that will bedescribed further below. These operations include a PersonalizeCurriculum operation and a Review Curriculum operation that a Studentcan invoke respectively during a meeting of the Class to engage a Lessonand after a meeting of the Class to review the Lesson. Also included isa Supervise Experience operation that a Guardian can invoke to reviewthe Student's experience with the Class through the Student'sInteractions. Also included are an Audit Performance operation and anAudit Propriety operation that an Auditor can invoke to examinerespectively quantitative Interactions (Metrics) and qualitativeInteractions (History) to audit respectively the performance of aStudent (or Class, or Teacher, or School) and the propriety of relatedInteractions, for example to document that a Teacher dedicatedquantitatively and qualitatively excellent efforts to help Students meetthe Requirements of a Subject. The latter could be documented, forexample, by the Transcripts of Class meetings, by the record of onlineInteractions between Teacher and Student(s), and by the aggregateMetrics of success for a Class of Students.

FIG. 7 provides further detail about the domain classes concerningtesting and grading. FIG. 7 shows that the Scheme class is associatedwith all of the Query, Results and Subject classes, so as to map aStudent's Response to a Query both to a Mark that indicates how well theStudent understood the Query and the Topic that it supports and to thegrading Requirements for the Subject, wherein a Student must demonstratea level of mastery of a Topic (or more broadly the Lesson it conveys) tocomplete the Subject as a whole.

This mapping can support a number of scenarios. In a first scenario, theStudent's Results do not contribute whatsoever to meeting the SubjectRequirements, and so the Query is posed for purely pedagogicalpurposes—as a poll—to help a Class of Students to test their knowledgeof a Topic and to help a Teacher to determine what portion of a Class(or who in a Class) has grasped the Topic.

In a second scenario, the Student's Result contributes to meeting thegrading Requirements of a Subject in a pooled manner, in which theStudent is required to obtain a total grade above a predeterminedthreshold and the total grade is calculated as the sum of all gradesmapped from all the Student's Responses.

In a third scenario, the Student's Result contributes to meeting thegrading Requirements of a Subject in a weighed manner, in which theStudent is required to obtain not only a total grade above apredetermined threshold but also to obtain grades corresponding torespective Lessons or Topics above respective predetermined thresholds.

While the System can provide for automated marking and grading asdescribed above, a Teacher is often key to assessing a Student'slearning. The System therefore also supports more manual arrangementsand so a Result may derive its values from a Teacher's subjective (orobjective) grading of a Student's Interactions as well! For example, theStudent may take part in a group discussion Collaboration, which theTeacher may monitor and use her discretion to assign a mark. This markmay contribute to the final grade of the Student for the Subject.

4. Server and Client Deployment

FIG. 8 provides further detail about the configuration of the LearningManagement Server.

The Learning Management Server includes a Database Management System formaintaining, accessing, and updating objects belonging to theCurriculum, People and Experience packages. More specifically, theDatabase Management System maintains information about where an objectis maintained, whether at the Learning Management Server itself orremotely, for example on the Publisher Server, the Regulator Server orthe School Server. The decision about where objects should be maintainedincludes factors of System operating characteristics, privacy rights anddigital rights management. Therefore, this particular distribution ofthe objects among the Servers is merely exemplary.

The Learning Management Server also includes a Web Server to provideClients with access to data and services via their web browsers. The WebServer might be an Apache Software Foundation Apache HTTP Server® or aMicrosoft Corporation Internet Information Services® web server forexample.

The Learning Management Server also includes an Application Server toprovide Lectern Clients with services related to a Lectern App andStudent Mobile Clients with services related to a Student App, as willbe described further below.

FIG. 9 provides further detail about the configuration of the PublisherServer.

The Publisher Server includes a Database Management System formaintaining, accessing, and updating objects belonging to the Pedagogy,Information and Assessment packages.

More specifically, the Database Management System maintains informationabout where an object is maintained, whether at the Publisher Serveritself or remotely, for example on the Learning Management Server, theRegulator Server or the School Server. The decision about where objectsshould be maintained considers such factors as System performance andother operating characteristics, privacy rights and digital rightsmanagement. Therefore, this particular distribution of the objects amongthe Servers is merely exemplary. For example, a Publisher might find ituseful for the Publisher Server to have access to objects belonging tothe Pedagogy and Assessment packages; however those objects mightactually be stored on the Learning Management Server with the Curriculumpackage as a whole, and the Database Management System on the PublisherServer may merely be enabled to access those objects on the LearningManagement Server through services exposed by the Learning ManagementServer.

FIG. 10 provides further detail about the configuration of the SchoolServer.

The School Server includes a Database Management System for maintaining,accessing, and updating objects belonging to the Lesson, People andResults packages.

The School Server also includes a Media Streamer for streaming Lessonsto the AV System Client and Student Mobile Clients under the directionof the Lectern Client.

In an alternative embodiment, where a Publisher is concerned aboutdigital rights management for its Content, or where market forcesdictate that the Publisher is the most efficient party to assemble theinfrastructure for streaming its Content, a or the Media Streamer may behosted at the Publisher Server.

FIG. 11 provides further detail about the configuration of the RegulatorServer.

The Regulator Server includes a Database Management System formaintaining, accessing, and updating objects belonging to theRequirements, Results and Audit packages.

FIG. 12 provides further detail about the configuration of the LecternClient. The Lectern Client includes a Lectern App Client for exchangingdata and services with the Application Server on the Learning ManagementServer, as will be described further below.

FIG. 13 provides further detail about the configuration of the AV SystemClient. The AV System Client includes a conventional AV application forplaying AV media on AV output devices such as projectors, displayscreens and speakers and for recording, playing back or live-streamingAV media from AV input devices such as cameras and microphones. Forexample, a Teacher might use the AV System Client to capture a real-timevideo stream, perhaps microscopic, of a culture slide or crystaldevelopment.

FIG. 14 provides further detail about the configuration of the StudentMobile Client. The Student Mobile Client includes a Student App Clientfor exchanging data and services with the Application Server on theLearning Management Server, as will be described further below.

FIGS. 15, 16 and 17 provide further detail about the configuration ofthe Teacher Client, the Student Home Client and the Auditor Client,respectively. These Clients include a Browser for exchanging data andservices with the Web Server on the Learning Management Server. TheBrowser might be Microsoft® Internet Explorer®, Firefox®, Safari® orOpera® for example.

5. Framework Classes

FIG. 18 shows two packages of exemplary framework classes forimplementing the System, a Renderer package and a Controller package, aswill be described further below. The Controller package may also haveclasses that allow for multiple subscription models that dictate how theSystem may be used and what kind of content is available to the user andhow it is used. It may also have classes that allow for purchase of theSystem (upgrading to another subscription level, for example) or freeupdates to the existing System or its Contents. It may also have classesthat allow for integration with external systems. It is important tonote that in this System, the Clients will always interact with one ofthe Servers/services provided by the System itself, which in turn willmarshal the required resources from outside or inside, as appropriate tothe context.

FIG. 19 shows the classes of the Renderer package, including a Renderabstract class, which is a generalization of an Icons class, a Previewclass, a Project class, a Broadcast class, a Distribute class, all ofwhich are accessible on the Lectern Client through the Lectern AppClient, and a Mobile class accessible on the Student Mobile Clientsthrough the Student App Client. These classes include a Render (Content)operation that renders Content in a predetermined way on a predeterminedClient.

The Icons class renders at the Lectern Client an icon of the Expositionobject, Demonstration object and Query object associated with a Topicobject to help a Teacher to select between them or between Topic objectsfor presentation to a Class.

The Preview class renders at the Lectern Client a full-size interactiveContent object to help a Teacher to prepare to present Content to aClass.

The Project class renders to the AV System Client a full-sizeinteractive Content object under the control of the Lectern Client tohelp a Teacher to present Content to the Class.

The Broadcast class renders to all the Student Mobile Clients associatedwith a Class a full-size interactive Content object under the control ofthe Lectern Client to help a Teacher to present Content to the Class.Furthermore, a Student App might present Content to the Class, but onlyupon the Lectern Client approving such an action, where the Student Apptakes control over the Broadcast operation. It is conceivable that theStudent App still functions ‘via’ the Lectern Client, with the masterdirector Lectern Client enabling the Student App to ‘take over’ some ofthe typical Lectern Client functionality for some time. In anotherscenario, the Lectern Client can help a Teacher or a Student to presentContent to only a few, selected members of the Class—a Multicast.

The Distribute class, renders to all the Student Mobile Clientsassociated with a Class a full-sized interactive Content object underthe respective control of each Student Mobile Clients (while enabledfrom the Lectern Client) to help each Student to engage the Content.

The Mobile class cooperates with the Broadcast and Distribute classes,to render at a Student Mobile Client a full-sized interactive Contentobject with the interactivity set by the originating Broadcast orDistribute class.

FIG. 20 shows the classes of the Controller package, including aPresentation Control class, an Explanation Control class, aDemonstration Control class and a Test Control class, all of which areaccessible on the Lectern Client through the Lectern App Client. Theseclasses help a Teacher to present Lessons to Students in a Class usingthe System.

The Presentation Control class includes a Topic attribute representingthe Topic currently being presented and a Topic List attributerepresenting a shortlist of related Topics as filtered by the Teacher byProgram, Subject and Lesson, as will be further described below. ThePresentation Control class also includes a Teacher Input attributerepresenting a queue of commands input by the Teacher.

The Presentation Control class includes a number of operations,including a Select Topic operation, a Refresh Topic List operation, aRender Icons operation, and Explain, Show and Ask operations.

The Select Topic operation enables a Teacher to select a Topic forpresentation. The Refresh Topic List operation refreshes the Topic Listin accordance with the filters currently set by the Teacher. The RenderIcons operation renders at the Lectern Client icons of objects of eachof the three classes of Content (Exposition, Demonstration and Test)associated with the current Topic object, doing so by instantiating anIcons object for each of the Content objects. The Explain, Show and Askoperations respectively instantiate an Explanation Control object, aDemonstration Control object and a Test Control object for thecorresponding Content object (Exposition, Demonstration or Test)associated with the current Topic object. The Teacher may invoke theExplain, Show and Ask operations in any order and any number of times,including not at all, as thought appropriate to teach the Students.

The Presentation Control class is a composition of a Program Filterclass, a Subject Filter class and a Lesson Filter class.

The Program Filter class includes a Program attribute representing thecurrent Program and a Program List attribute representing a list ofavailable Programs. The Program Filter class also includes a SelectProgram operation to enable a Teacher to select the current Program.

The Subject Filter class includes a Subject attribute representing theSubject currently being taught and a Subject List attribute representinga shortlist of Subjects available in the current Program. The SubjectFilter class also includes a Select Subject operation to enable aTeacher to select the current Subject and a Refresh Subject Listoperation that refreshes the Subject List in accordance with the filterscurrently set by the Teacher.

The Lesson Filter class includes a Lesson attribute representing theLesson currently being taught and a Lesson List attribute representing ashortlist of lessons available in the current Subject. The Lesson Filterclass also includes a Select Lesson operation to enable a Teacher toselect the current Lesson and a Refresh Lesson List operation thatrefreshes the Lesson List in accordance with the filters currently setby the Teacher.

Those skilled in the art will appreciate that the filtering arrangementstaught immediately above and elsewhere throughout this description areexemplary and neither mandatory nor exhaustive. Other arrangements andother dimensions (attributes, metadata) of filtration or sorting willoccur to those skilled in the art that still fall within the spirit ofthe present invention.

The Explanation Control class includes an Exposition attributerepresenting the Exposition Content object associated with the currentTopic being presented, a Project class representing a toggle whether ornot the Content will be presented to the AV System, a Broadcast classrepresenting a toggle whether or not the Content will be presentedread-only to the Student Mobile Clients associated with the Class, and aReturn class representing a toggle whether or not the Teacher hasdecided to terminate an Explanation session. The Explanation Controlclass also includes an Expose operation to invoke it.

The Demonstration Control class includes a Demonstration attributerepresenting the Demonstration Content object associated with thecurrent Topic being presented, a Project class representing a togglewhether or not the Content will be presented to the AV System, a NBDclass representing a toggle whether (a) the Content will be presentedread-only to the Student Mobile Clients associated with the Class, (b)the Content will be presented interactively to the Student MobileClients associated with the Class or (c) neither, and a Return classrepresenting a toggle whether or not the Teacher has decided toterminate a Demonstration session. The Demonstration Control class alsoincludes a Demonstrate operation to invoke it.

The Test Control class includes a Query attribute representing the TestContent object associated with the current Topic being presented, aProject class representing a toggle whether or not the Content will bepresented to the AV System, a NBD class representing a toggle whether(a) the Content will be presented read-only to the Student MobileClients associated with the Class, (b) the Content will be presentedinteractively to the Student Mobile Clients associated with the Class or(c) neither, a Query or Results attribute representing a toggle whetherto present the Test Query or Student Results, a Timer attributerepresenting the time remaining for Students to answer a Query, and aReturn class representing a toggle whether or not the Teacher hasdecided to terminate a Test session. Depending on how the Test Controlis embodied, the Student Results might be presented to all members ofthe Class as a Class-wide consolidation or might be presentedindividually to each Student as the Student's own results. In someembodiments, the Results might be presented simply as the correctanswer, or as the correct answer accompanied by the Teacher'sexplanation of why it is correct.

The Test Control class also includes a Test operation to invoke it aswell as Start Timer, Stop Timer and Set Timer operations. In someembodiments, the Test Control class might also include Pause Timer andResume Timer operations as well that a Teacher can manually invokeduring a Test.

Those skilled in the art will recognize that the payload of a Contentobject to be Presented may be either the content itself or a link to thecontent, including a link to a node outside the System.

6. Teaching Operations

FIGS. 21 and 22 show how a Teacher would interact with a PresentationControl object after invoking the Present Lesson operation of a Lessonobject.

The Presentation Control object would be instantiated in an idle state,Awaiting Teacher Input. With Teacher Input Received, the PresentationControl object would transition to another state.

If the Teacher Input Received involved a Program Filter user interfacecontrol, then the Presentation Control object would transition to aSelect Program state, in which the Select Program operation was invokedto select the current Program and the Refresh Subject List, RefreshLesson List and Refresh Topic List operations were invoked to refreshthe respective Lists to accord with the current Program. Thereafter, theProgram Control object would transition back to the idle state, AwaitingTeacher Input.

If the Teacher Input Received involved a Subject Filter user interfacecontrol, then the Presentation Control object would transition to aSelect Subject state, in which the Select Subject operation was invokedto select the current Subject and the Refresh Lesson List and RefreshTopic List operations were invoked to refresh the respective Lists toaccord with the current Subject. Thereafter, the Program Control objectwould transition back to the idle state, Awaiting Teacher Input.

If the Teacher Input Received involved a Lesson Filter user interfacecontrol, then the Presentation Control object would transition to aSelect Lesson state, in which the Select Lesson operation was invoked toselect the current Lesson and the Refresh Topic List operation wasinvoked to refresh the Topic List to accord with the current Subject.Thereafter, the Program Control object would transition back to the idlestate, Awaiting Teacher Input.

If the Teacher Input Received involved a user interface controlassociated with either the Explain, Show or Ask operation, then therespective operation would be invoke and respectively instantiate anExplanation Control object, a Demonstration Control object or a TestControl object. Depending on the implementation of the PresentationControl class, the Presentation Control object would transition back tothe idle state, Awaiting Teacher Input, either upon the instantiation orthe destruction of the respective Explanation Control object, aDemonstration Control object or a Test Control object. The formerapproach would, for example, allow a Teacher to interact with thePresentation Control object while the Students were interacting with aDemonstration Control object. The latter approach would ensure that theTeacher and Students were interacting with the same object.

FIGS. 23 and 24 show how a Teacher would interact with an ExplanationControl object.

The Explanation Control object would be instantiated to render theExposition object associated with the current Topic to a graphical userinterface (GUI) and upon instantiation would enter a Preview Only statein which the Exposition object is rendered only as a Preview to theLectern Client. So rendered, the Teacher would be able to interactprivately with the Exposition object through the GUI, for example tofocus his thoughts in preparation for presenting the Exposition objectto the Class or to format the Exposition object for presentation to theclass, such as by pinch&zooming and centering an image beforeprojection/broadcast/distribution.

Depending on the toggle of Project and Broadcast attributes, theExplanation Control object transitions between the Preview Only state,and a Preview and Project state, a Preview and Broadcast state, and aPreview and Broadcast and Project state.

In the Preview and Project state, the Exposition object is rendered toboth the Lectern Client and the AV System Client under the control ofthe Teacher at the Lectern Client.

In the Preview and Broadcast state, the Exposition object is rendered toboth the Lectern Client and the Mobile Student Clients under the controlof the Teacher at the Lectern Client.

In the Preview and Broadcast and Project state, the Exposition object isrendered to all of the Lectern Client, the AV System Client and theMobile Student Clients under the control of the Teacher at the LecternClient.

In any of these states, when the Return attribute is toggled theExplanation Control object is destroyed.

Thus the Explanation Control object helps a Teacher to use the System topresent an Exposition object—for example bullet points—to a Class in acentrally controlled manner, keeping everyone focused on the sameaspects of the Exposition object as the Teacher explains the Topic.

When the Explanation Control object is in any state other than thePreview Only state, the Teacher's interaction with the Explanationobject is recorded as a History object associated with the Subject,Lesson, Topic, Class and Teacher, for example.

FIGS. 25 and 26 show how a Teacher would interact with a DemonstrationControl object. The Demonstration Control object behaves similarly tothe Explanation Control object, except that (a) it controls therendering of a Demonstration object instead of an Exposition object and(b) it's inclusion of a tri-state NBD attribute in place of theBroadcast attribute of the Explanation Control object supportsadditional states for rendering targets, namely a Preview and Distributestate and a Preview and Distribute and Project state.

In the Preview and Distribute state, the Demonstration object isrendered to the Lectern Client under the control of the Teacher at theLectern Client and to the Mobile Student Clients under the independentcontrol of each of the Students at his own Mobile Student Client.

In the Preview and Distribute and Project state, the Demonstrationobject is rendered to both the Lectern Client and the AV System Clientunder the control of the Teacher at the Lectern Client and to the MobileStudent Clients under the independent control of each of the Students athis own Mobile Student Client.

Thus the Demonstration Control object helps a Teacher to use the Systemto present a Demonstration object—for example an interactive map—to aClass in an interactive manner, providing each Student simultaneouslywith the opportunity to interact in his own way with the Demonstrationobject so as to learn in his own particular way or to study thoseaspects of the Demonstration object that most appeal to him. TheDemonstration Control object provides the Teacher with the option atanytime to reestablish central control of the Demonstration object bytoggling between a Distribute state and a corresponding Broadcast state,such as between the Preview and Distribute state and the Preview andBroadcast state. Alternatively, the Demonstration Control objectprovides the Teacher with a less intrusive option to provide guidance tothe Class without interrupting Student interaction by demonstrating thedesired aspect of the Demonstration object on the AV System Client usingone of the Project and Distribute states. Those skilled in the art willrecognize that this arrangement might also be accomplished with lesschild classes of the Render class, for example by combining theBroadcast and Distribute classes and using an attribute to indicatewhether input on Student Mobile Devices was disabled (broadcast) orenabled (distribute). In a similar regard, another attribute might beused in place of the Project class to designate whether or not a Contentobject should be projected using the AV System client.

When the Demonstration Control object is in any state other than thePreview Only state, the Teacher's and Student's interactions with theDemonstration object are recorded as History objects, the History objectfor the Teacher's interaction being associated with the Subject, Lesson,Topic, Class and Teacher, for example, and the History object for eachindividual Student's interaction being associated with the Subject,Lesson, Topic, Class and that Student, for example. As described abovewith respect to Student Groups and Collaborations, History objects forInteractions among groups of Students would be associated with theSubject, Lesson, Topic, Class, the Student Group and each Student who isa member of the Student Group.

FIGS. 27 and 28 show how a Teacher would interact with a Test Controlobject. The Test Control object behaves similarly to the DemonstrationControl object, except that (a) it controls the rendering of a Testobject instead of a Demonstration object, (b) it's inclusion of a Queryor Results attribute supports the rendering of either a Query object ora Results object corresponding to the current Test object, as toggled bythe Query and Results controls on the Test Control user interface and(c) it's inclusion of a countdown Timer attribute provides a time-basedtrigger for a transition from the Preview and Distribute state and thePreview and Distribute and Project state back to the Preview Only state.

The Teacher can set the Timer attribute to a desired time value usingthe Timer control on the Test Control user interface. When either of thetwo Distribute states is entered, the Start Timer operation is invokedto cause the Timer attribute to count down. When either of the twoDistribute states is exited, the Stop Timer operation is invoked tocause the Timer attribute to stop counting down. When the Timerattribute has counted down to a value equal to 0, the Test Controlobject transitions from the current Distribute state to the Preview Onlystate. Those skilled in the art will recognized that a Timer attributeand attendant operations might also be useful for other Content objects,for example a Demonstration object, to keep Students focused on thelearning objectives for a Demonstration and not merely playing with aninteractive distraction.

While the Test Control object is in a Distribute state, each of theStudents can independently interact with the current Test object (Queryobject) on his own Student Mobile Client. This interaction is recordedas a History object associated with that the Subject, Lesson, Topic,Class and that Student for example and his particular responses to theQuery object are recorded as Response objects associated with thatSubject, Lesson, Topic, Class and Student for example.

FIGS. 29 and 30 how a Student would interact with any kind of Contentobject during a meeting of a Class using the Student App Client on theStudent Mobile Client, invoking the Personalize Curriculum operation foran Interaction object.

The GUI object is instantiated at the Student Mobile Client to acceptrenderings from the Lectern Client. In coordination with the renderingstates at the Lectern Client, the GUI object transitions between a NoOutput and No Input state when the current Lectern Client Controllerobject is in Preview Only state, an Output and No Input state when thecurrent Lectern Client Controller object is in one of the Broadcaststates, and an Output and Input state when the Lectern Client Controllerobject is in one of the Distribute states. In this way, under thecontrol of the Teacher at the Lectern Client, the Student Mobile Clientshave respectively blank screens, read-only screens and fully interactivescreens.

Those skilled in the art will recognize that there is middle groundbetween fully deactivating and fully activating the input on StudentMobile Clients. One useful middle ground instead of full deactivationwould be to accept at the Lectern Client a “Raised Hand” signaloriginating from Student Mobile Clients. A Notification of a Raised Handsignal would alert a Teacher that a change of pace in the presentationof the Lesson may be warranted. Should a Teacher accept the Raised Handsignal, that event might pause the presentation or might transition thepresentation to a new state, for example a state that supportsdiscussion thread/chat or whiteboard recording of questions and answers.

Those skilled in the art will also recognize that, depending onpedagogical preferences, it might be desirable to enable Students tointeract with any kind of Content objects (Exposition objects,Demonstration objects or Test objects) and that it might therefore bedesirable in some embodiments for the Exposition Control class to enablesuch, for example by including Distribute states.

Those skilled in the art will further recognize that further kinds ofInteraction may sometimes be pedagogically desirable. For example, aTeacher may wish to enable individual Students or Student Groups tocontrol the Teacher's screen (or the Student's or Student Group'sscreen) for Projection on the AV System Client or Broadcast to theStudent Mobile Clients. Such Interactions would be recorded to a Historyobject.

Those skilled in the art will still further recognize that theactivation or deactivation of Student Mobile Client input may also betriggered by System events, for example the expiration of a countdownTimer object.

7. Reviewing Operations

FIG. 31 shows how a Student would interact with his Interaction objectsoutside meetings of the Class, for example by connecting the Browser onhis Student Home Client to the Learning Management Server and invokingthe Review Curriculum operation. The Review Curriculum operationincludes filtering capabilities analogous to those described above, suchthat the Student can filter his universe of Interaction objects byassociated Program, Subject, Lesson, Topic, Teacher, or other Studentswho participated in the Interaction. The Student can also filter byInteraction Type, and by the Start Date and Time and End Date and Timeof the Interaction.

This filtration will yield a tabulated Interaction Subset from which theStudent can select one or more Interaction objects to review. If theStudent makes a single Interaction Selection from the tabulatedInteraction Subset, the corresponding Interaction object could berendered directly. If the Student makes multiple simultaneousInteraction Selections, then a Consolidation might be rendered instead,such that for example depending on implementation if the Student selectsmultiple Test Results his aggregate Mark might be consolidated forrendering.

Relevant Corresponding Requirements for the Program and/or Subject mightbe presented as well so that the Student can understand his Interactionsin the context of what is expected for successful completion of theProgram and/or Subject.

Some types of Interaction object are dynamic in nature, for exampleTranscript Interactions. To review them, the student can opt to Playback(and Stop the Playback of) these Interaction objects. The Student mayalso wish to review by interacting anew with Content object previouslypresented during a meeting of a Class. To do so, he could chose toRecord New his new interaction so that his universe of Interactionobjects would thereafter include both an object recording his originalin-class Interaction with the Content object and an object recording hisnew review Interaction with the Content object.

FIG. 32 shows how a Guardian would interact with his Student'sInteraction objects, for example by connecting the Browser on hisStudent Home Client to the Learning Management Server and invoking theSupervise Experience operation.

The Supervise Experience operation and its associated user interfacemight be very similar to the Review Curriculum operation and itsassociated user interface. As embodied here, the Supervise Experienceoperation provides for additional filtering by Guardian, School andRegulator to help a Guardian to conveniently Supervise Experiences of anumber of Students under his guardianship.

FIG. 33 shows how an Auditor would conduct a Performance Audit on aStudent's Interaction objects, for example by connecting the Browser onhis Auditor Client to the Learning Management Server and invoking theAudit Performance operation.

The Audit Performance operation and its associated user interface mightbe very similar to the Supervise Experience operation and its associateduser interface. As embodied here, the Audit Performance operationprovides for the creation and modification of Audit objects through theCorresponding Audit Data control in the user interface and focuses ononly quantitative Interaction objects by filtering for Metric classes ofobjects.

FIG. 34 shows how an Auditor would conduct a Propriety Audit on aStudents Interaction objects, for example by connecting the Browser onhis Auditor Client to the Learning Management Server and invoking theAudit Propriety operation.

The Audit Propriety operation and its associated user interface might bevery similar to the Audit Performance operation and its associated userinterface. As embodied here, the Audit Propriety operation focuses ononly qualitative Interaction objects by filtering for History classes ofobjects.

8. Regulatory Operations

FIG. 35 shows one method for how a Regulator would set the Requirementsattribute for a Program object by invoking the Regulate Programoperation at the Regulator Server.

In a Specify Program activity, the Regulator would specify the Program,which might be as simple as setting the name of a new Program object orselecting the name of an existing Program object. This activity mightinclude specifying other aspects of the Program object as well, forexample prerequisites.

In a Specify Requirements composite activity, the Regulator wouldspecify the Requirements for successful completion of the Program. Inthe embodiment illustrated, this composite activity would include aSpecify Universe of Creditable Subjects activity, a Specify Subjectactivity, and a Specify Program Standing as Function of Subject Creditsand Grades activity.

In the Specify Universe of Creditable Subjects activity, the Regulatorwould specify those Subjects the completion of which would advance aStudent toward completion of the Program.

For each Subject in the Specified Universe of Creditable Subjects, theRegulator would perform the Specify Subject activity, in which theRegulator would Specify if the Subject is Required or Optional and wouldAllocate Credits to the Subject.

Finally, the Regulator would perform the Specify Program Standing asFunction of Subject Credits and Grades activity to define the criteriafor successful completion of the Program, which might for exampleinclude a minimum number of credits for required Subjects, a minimumnumber of credits for optional Subjects, and a minimum grade in specificSubjects and/or in aggregate. This activity might be influenced by orperformed in concert with Publishers so that the weighting is notinconsistent with the amount and kind of relevant Content available toStudents.

Those skilled in the art will recognize that other activities could beuseful in regulating a Program and that once a Program has been setup aRegulator might want to revise its Requirements by performing only someof the foregoing activities.

FIG. 36 shows one method for how a Regulator would set the Requirementsattribute for a Subject object by invoking the Regulate Subjectoperation at the Regulator Server.

In a Specify Subject activity, the Regulator would specify the Subject,which might be as simple as setting the name of a new Subject object orselecting the name of an existing Subject object. This activity mightinclude specifying other aspects of the Subject object as well, forexample prerequisites.

In a Specify Requirements composite activity, the Regulator wouldspecify the Requirements for successful completion of the Subject. Inthe embodiment illustrated, this composite activity would include aSpecify Universe of Core Lessons activity, a Specify Lesson activity,and a Specify Subject Standing as Function of Lesson Marks activity.

In the Specify Universe of Core Lessons activity, the Regulator willspecify those Lessons the completion of which would advance a Studenttoward completion of the Subject.

For each Lesson in the Specified Universe of Core Lessons, the Regulatorwould perform the Specify Lesson activity, in which the Regulator wouldSpecify if the Lesson is Required or Recommended and would AllocateGrades to the Lesson.

Finally, the Regulator would perform the Specify Subject Standing asFunction of Lesson Grades activity to define the criteria for successfulcompletion of the Subject, which might for example include a minimumGrade for specific required Lessons and a minimum aggregate for allLessons. This activity might be influenced by or performed in concertwith Publishers so that the weighting is not inconsistent with theamount and kind of relevant Content available to Students.

Those skilled in the art will recognize that other activities could beuseful in regulating a Subject and that once a Subject has been setup aRegulator might want to revise its Requirements by performing only someof the foregoing activities.

9. Lesson Planning Operations

FIGS. 37 and 38 show one method of how a Teacher would prepare or revisea Lesson object by invoking the Prepare Lesson operation, for example byconnecting the Browser on his Teacher Client to the Learning ManagementServer or by activating the Lectern App Client on the Lectern Client.

In Set Program and Set Subject activities, the Teacher would identifyexisting Program(s) and Subject(s) that the Lesson object would support.

In a Specify Lesson activity, the Teacher would specify the Lesson whichmight be as simple as setting the name of a new Lesson object orselecting the name of an existing Lesson object. This activity mightinclude specifying other aspects of the Lesson object as well, forexample instructions for other Teachers who might present this Lesson.

In a Specify Topic activity, the Teacher would specify one or more Topicobjects to support the Lesson. This activity might be as simple assetting the name of a new Topic object or selecting the name of anexisting Topic object to reuse with the current Lesson. This activitymight include specifying other aspects of the Topic object as well, forexample notes on how past Students responded to the Topic.

For each Topic object, there is a Specify Content activity, in which theTeacher would specify Content objects to communicate the Topic, forexample an Exposition object, a Demonstration object and/or a Testobject. The Teacher might create these Content objects or might simplyassociate freely available Content objects or Content objects licensedfrom a Publisher to the Topic object. For the Test objects, there areboth Specify Test Query and Specify Test Scheme activities, the formerspecifying the question(s) to be posed to the Students and the formerspecifying (including for automatic marking by the System) a mapping ofStudent Responses to Student Marks and Subject grading Requirements.

Those skilled in the art will appreciate that multiple Teachers couldinvoke the Prepare Lesson operation concurrently or consecutively tocollaborate on the preparation of a particular Lesson or to customizedifferent versions of a particular Lesson.

Those skilled in the art will also recognize that it may be beneficialto provide for additional attributes for the Lesson, Topic or Contentclasses. For example, it might be helpful to track the time that each ofthese objects is expected to take, thus providing a way for the Teacherto evaluate how much content should go into one Lesson or one meeting ofa Class. The actual meeting may or may not mandate that this timespecification be adhered to. The time spent presenting each of theseobjects could be separately recorded and subsequently, reports might begenerated to identify the actual time spent in comparison to the timeanticipated by the teacher. This data may be useful to an Auditor,Regulator or Teacher, for example, to adjust the Lesson, Topic orContent for maximum efficacy.

10. Publishing Operations

FIG. 39 -FIG. 44 show a variety of methods for how a Publisher wouldmake publications available to the System by invoking the PublishCurriculum operation at the Publisher Server.

FIG. 39 shows a comprehensive method to Publish Curriculum, in which thePublisher publishes a complete family of objects for a particularSubject, including Lesson objects, Topic objects and Content objectsincluding Exposition, Demonstration and Test objects. By taking thiscomprehensive approach and working closely with a Regulator, thePublisher can provide Scheme objects (and the Regulator can certify theScheme objects) to enable fully automatic marking of Test objects inthat Scheme objects map Student Response objects comprehensively to thegrading Requirements for the Subject as a whole. In a less automatedembodiment, such correlations may be provided informationally asattributes.

FIG. 40 shows a slightly more modest method to Publish Curriculum, inwhich the Publisher publishes a complete family of objects for adiscrete Lesson. In this discrete Lesson approach, the Scheme objectscan automate marking at the Lesson level but may not map to the gradingRequirements for a Subject as a whole. In a less automated embodiment,such correlations may be provided informationally as attributes.

FIG. 41 shows another method to Publish Curriculum, in which thePublisher publishes a Subject Template, being a logical arrangement ofLessons (Regulator-required, Regulator-recommended andPublisher-supplementary) and supporting Topics without Content objects,such that a Teacher is provided with a detailed outline for a Subjectbut follows his own pedagogy in creating or selecting Content objects toelucidate the Topics.

FIG. 42 shows a more modest method to Publish Curriculum, in which thePublisher publishes a Lesson Template, being a logical arrangement ofTopics without Content objects, such that a Teacher is provided with adetailed outline for a Lesson but follows his own pedagogy in creatingor selecting Content objects to elucidate the Topics.

FIG. 43 shows yet another method to Publish Curriculum, in which thePublisher publishes a Subject Collection of Content objects, being aCollection of Content objects specifically selected by the Publisher fortheir ability to elucidate Lessons and Topics in a particular Subject.In this method, no Subject, Lesson or Topic objects are published, butthe Content objects may be provided in such a way as to easily sort,filter or otherwise associate them (for example using metadata tags)with Lessons or Topics that are commonly taught in a Subject or thathave been Required for a Subject by a Regulator. Those skilled in theart will recognize that such Content objects might be Expositionobjects, Demonstration objects, Test objects or a combination.

FIG. 44 shows a more modest method to Publish Curriculum, in which thePublisher publishes a Lesson Collection of Content objects, being aCollection of Content objects specifically selected by the Publisher fortheir ability to elucidate Topics in a particular Lesson. In thismethod, no Lesson or Topic objects are published, but the Contentobjects may be provided in such a way as to easily sort, filter orotherwise associate them (for example using metadata tags) with Topicsthat are commonly taught in a Lesson. Those skilled in the art willrecognize that such Content objects might be Exposition objects,Demonstration objects, Test objects or a combination.

Those skilled in the art will recognize from the above six examples ofmethods to Publish Curriculum that there are many other methods that canbe implemented by modifying or combining the methods of these examples.

Those skilled in the art will also recognize that a Publisher may usethe System to publish Content as unrelated to any particular Program,Subject, Lesson or Topic—extra-curricular content—that a Teacher mayfind useful for unanticipated purposes and may integrate into Lessons orotherwise as the Teacher sees fit.

DESCRIPTION SUMMARY

Thus, it will be seen from the foregoing embodiments and examples thatthere has been described a way to manage education and trainingworkflows.

Those skilled in the art will recognize that the System helps to providea certification of learning outcomes, as specified in CurriculumRequirements set by a Regulator (a certifying body) that includes a setof objectives defined to realize a Program goal—whether it be aneducational program, a training program or more informally a set ofoutcomes defined by a trainer/instructor/regulator to define an ad-hocprogram including extra-curricular learning. The System fosters theInteraction of Students with the specifiedProgram/Subjects/Lessons/Topics/Content and documents those Interactionsto evidence when and how these outcomes have been satisfied during thetraining/education process. Testing Schemes map Student Responses toLesson Marks and Subject grade Requirements, for either automaticmarking or standards-based manual marking. An Auditor can audit theperformance (and more broadly propriety) of the Student Interactionsagainst the Curriculum Requirements. And so the System can certify thatdesired outcomes have been achieved when a Program has been completedsuccessfully and thus a ‘degree’ or ‘certificate’ has been earned or aparticular extra-curricular activity has simply been completed.

While specific embodiments of the invention have been described andillustrated, such embodiments should be considered illustrative of theinvention only and not as limiting the invention as construed inaccordance with the accompanying claims.

It will be understood by those skilled in the art that various changes,modifications, additions, deletions and substitutions can be made to theforegoing embodiments without departing from the principle and scope ofthe invention expressed in the claims made herein.

Very useful embodiments of the invention could be created with lessexpansive or coarser grained class structures or network topologies. Forexample, a simpler but still useful System might focus only on Teacherspreparing Lessons that include Publisher Content and presenting Lessonsto Students, and in that regard omit the Regulator Server, SchoolServer, Auditor Client and Guardian Client and have a Curriculum withoutPrograms and Subjects.

Similarly, very useful embodiments of the invention could be created byincorporating its teachings into more expansive or finer grained classstructures or network topologies.

Class structures in accordance with the teachings of the invention canbe usefully integrated into systems having different hierarchies throughthe use of metadata tags, for example as attributes of the Lesson class.

While the invention has been described as having particular applicationfor managing education and training workflows, those skilled in the artwill recognize it has wider application.

What is claimed is:
 1. A method comprising: transitioning, by aprocessor, a presentation control object to a select program state toselect a current program; invoking, by the processor, operations for arefresh subject list, a refresh lesson list and a refresh topic list torefresh the refresh subject list, the refresh lesson list and therefresh topic list to accord with the current program and to filtertopics that were already completed; transitioning, by the processor, thepresentation control object to a select subject state to select acurrent subject; invoking, by the processor, operations for the refreshlesson list and the refresh topic list to refresh the refresh lessonlist and the refresh topic list to accord with the current subject;transitioning, by the processor, the presentation control object to aselect lesson state to select a current lesson; invoking, by theprocessor, operations for the refresh topic list to refresh the refreshtopic list to accord with the current lesson; receiving, by theprocessor and via the presentation control object, teacher input aboutthe current program, the current subject and the current lesson to sendto at least two of a teacher client, a lectern client, a student homeclient or a student mobile device; wherein the current program, thecurrent subject and the current lesson comprise display objects,explanation objects and test objects; and transitioning, by theprocessor and using the presentation control object, the currentprogram, the current subject and the current lesson to the at least twoof the teacher client, the lectern client, the student home client orthe student mobile device.
 2. The method of claim 1, further comprisinginstantiating, by the processor, the presentation control object in anidle state.
 3. The method of claim 1, further comprising receiving, bythe processor, teacher input involving a program filter user interfacecontrol.
 4. The method of claim 1, further comprising receiving, by theprocessor, teacher input involving a subject filter user interfacecontrol.
 5. The method of claim 1, further comprising receiving, by theprocessor, teacher input involving a lesson filter user interfacecontrol.
 6. The method of claim 1, further comprising: receiving, by theprocessor, teacher input involving a user interface control associatedwith either explain, show or ask operation; and invoking andrespectively instantiating at least one of an explanation controlobject, a demonstration control object or a test control object, inresponse to the receiving teacher input involving the user interfacecontrol associated with either the explain, show or ask operation. 7.The method of claim 1, further comprising: at least one of instantiationor destruction, by the processor, of a respective one of an explanationcontrol object, a demonstration control object or a test control object;and transitioning, by the processor, the presentation control objectback to an idle state, and awaiting teacher input, in response to atleast one of an instantiation or the destruction of a respective one ofthe explanation control object, the demonstration control object or thetest control object.
 8. The method of claim 1, further comprising:instantiating, by the processor, an explanation control object to renderan exposition object associated with a current topic to a graphical userinterface, and entering, by the processor, a preview only state in whichthe exposition object is rendered only as a preview to the lecternclient.
 9. The method of claim 1, further comprising enabling, by theprocessor, private interaction with an exposition object through agraphical user interface.
 10. The method of claim 1, further comprisingenabling, by the processor, formatting of an exposition object forpresentation.
 11. The method of claim 1, further comprisingtransitioning, by the processor, an explanation control object between apreview only state, a preview and project state, a preview and broadcaststate, and a preview and broadcast and project state, based on a toggleof project and broadcast attributes.
 12. The method of claim 11, furthercomprising transitioning, by the processor, the explanation controlobject to the preview and project state which comprises an expositionobject being rendered to both the lectern client and an AV system clientunder a control of a teacher at the lectern client.
 13. The method ofclaim 11, further comprising transitioning, by the processor, theexplanation control object to the preview and broadcast state whichcomprises an exposition object being rendered to both the lectern clientand the student mobile device under a control of a teacher at thelectern client.
 14. The method of claim 11, further comprisingtransitioning, by the processor, the explanation control object to thepreview and broadcast and project state which comprises an expositionobject being rendered to all of the lectern client, an AV system clientand the student mobile device under a control of a teacher at thelectern client.
 15. The method of claim 1, further comprisingtransitioning, by the processor and using the presentation controlobject, the current program to an AV system client that at least one ofcomprises a playback device or a recording device, is connected to amedia server, or records content of class participation.
 16. The methodof claim 1, further comprising: determining, by the processor, thatinstructions from the lectern client exist; and in response to theinstructions from the lectern client existing, streaming, by theprocessor, at least one of a lesson or a content object to an AV systemclient from a media server that is part of a school server.
 17. Themethod of claim 1, further comprising: determining, by the processor,that instructions from the lectern client exist; and in response to theinstructions from the lectern client existing, rendering, by theprocessor, an exposition object to at least one of the lectern client oran AV system client.
 18. The method of claim 1, further comprising:determining, by the processor, that a preview and distribute stateexists; and in response to the preview and distribute state existing,rendering, by the processor, a demonstration control object to thelectern client under a control of the lectern client and to the studentmobile device under independent control of each student at each of therespective student mobile devices.
 19. The method of claim 1, furthercomprising: determining, by the processor, that a preview and distributeand project state exists; and in response to the preview and distributeand project state existing, rendering, by the processor, a demonstrationcontrol object to the lectern client and an AV system client undercontrol of the lectern client and to the student mobile device underindependent control of each student at each of the respective studentmobile devices.
 20. A system comprising: a processor; and a tangible,non-transitory memory configured to communicate with the processor, thetangible, non-transitory memory having instructions stored thereon that,in response to execution by the processor, cause the processor toperform operations comprising: transitioning, by the processor, apresentation control object to a select program state to select acurrent program; invoking, by the processor, operations for a refreshsubject list, a refresh lesson list and a refresh topic list to refreshthe refresh subject list, the refresh lesson list and the refresh topiclist to accord with the current program and to filter topics that werealready completed; transitioning, by the processor, the presentationcontrol object to a select subject state to select a current subject;invoking, by the processor, operations for the refresh lesson list andthe refresh topic list to refresh the refresh lesson list and therefresh topic list to accord with the current subject; transitioning, bythe processor, the presentation control object to a select lesson stateto select a current lesson; invoking, by the processor, operations forthe refresh topic list to refresh the refresh topic list to accord withthe current lesson; receiving, by the processor and via the presentationcontrol object, teacher input about the current program, the currentsubject and the current lesson to send to at least two of a teacherclient, a lectern client, a student home client or a student mobiledevice; wherein the current program, the current subject and the currentlesson comprise display objects, explanation objects and test objects;and transitioning, by the processor and using the presentation controlobject, the current program, the current subject and the current lessonto the at least two of the teacher client, the lectern client, thestudent home client or the student mobile device.